Exploring the feasibility of information communication technologies in the context of academic help seeking

  • Jeffrey Linney Louisburg College, Division of Student Life, Louisburg, North Carolina, USA

Abstract

This study sought to investigate whether the popularity of Information Communication Technologies (ICTs) would impact the behavioral intention (BI) to use of these technologies to aid in the task of academic help-seeking (AHS). Out of the ICTs available today, the most popular is text-messaging, especially among a sizable percentage of the college population. Approximately 600 students at a small, private junior college in eastern North Carolina were invited to participate in this study with a target of 248 responses needed to comprise an adequate sample. A total of 259 usable surveys (n = 259) were received and analyzed. Qualitative data collection instruments consisted of an open-ended questionnaire and other open-ended responses that were solicited throughout the data collection phase. Quantitative data collection instruments consisted of a 22-item Likert-scale survey and a forced-choice ordinal scale instrument that measured computer user self-efficacy (CUSE) and experience using technology (EUT). Situated in the context of academic help-seeking (AHS), vignettes were developed, validated and administered to offer AHS scenarios where a problem was presented and the participants were then asked to reveal which type of ICT and which source of academic help (formal or informal help) he or she would utilize in each particular situation.

Published
2017-07-26
How to Cite
LINNEY, Jeffrey. Exploring the feasibility of information communication technologies in the context of academic help seeking. International Journal of Educational Technology, [S.l.], v. 4, n. 1, p. 34-42, july 2017. ISSN 2476-0730. Available at: <http://educationaltechnology.net/ijet/index.php/ijet/article/view/19>. Date accessed: 22 aug. 2017.
Section
Articles